Chen, F., & Zhu, Z. (2007). Learn Chinese with Me (Student’s Book 2). Beijing: People’s Education Press.
This textbook belongs to the Learn Chinese with Me series which were designed by China National Office for Teaching Chinese as a Foreign Language (also known as Hanban) for overseas (non-Chinese) high school students of Chinese language, aged between 15 and 18 years old, whose native language is English. In effect, this textbook series is widely used in Chinese classes in high schools. The Lesson 2 of Unit 1 in the second book of the series includes names of common buildings and places, phrases, sentence patterns and dialogues of directions. All these texts can be used as essential instructional materials.
Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing.
Although it is not a Chinese language learning material, Kagan Cooperative Learning is an excellent resource for teachers to promote cooperative learning. It is famous for its team building and class building structures such as Think-Pair-Share, RallyRobin, Three-Step Interview, and Numbered Heads Together. This resourceful text also provides instructions to teachers on how to create projects and presentations, plan lessons, assess and grade students’ performance through cooperative learning strategies. All the structures, skills, and strategies introduced in this book apply to any foreign language classroom including Chinese language teaching.
Li, X., Luo, Q., Liu, X., Wang, S., & Xuan, Y. (2009). Kuaile Hanyu (Happy Chinese). Beijing: People’s Education Press.
This textbook is for secondary students aging from 11 to 18. It contains students’ book, teachers’ book, exercise book as well as flash cards and CD. This textbook tries to cater students’ needs from that age and it aiming at promoting students’ interesting in learning Chinese in a natural environment and reinforcing students’ communication skills. This textbook is sponsored by Hanban and Confucius Headquarters.
In this book, there are lessons planned to tech directions, transportation and travelling. These lessons help students to say names of different places, ask for directions and how to use different transportation to get to different places. All these texts can be used as essential instructional materials.
Liu, X. (2009). New Practical Chinese Reader. Beijing: Beijing Language and Culture University Press.
This textbook is designed for Level 1 and Level 2 Chinese learners. Its main purpose is to help learners use and communicate in Chinese through Chinese structures, function and culture. Fourteen lessons are planned with stories happened among several foreign students who are learning Chinese and their friends and teachers. This book focuses on developing students’ listening and speaking skills. A lot of after-lesson practices are provided. This textbook is also supported by Hanban. In Lesson 5, asking direction is integrated into a conversation and explanation is provided. The special part is the pronunciation is specifically expatiated. Practices are provided to help students to use structures to ask for directions. This book can be a great help to improve students oral Chinese and listening.
Liu, Y., Yao, T., Bi, N., Ge, L., & Shi, Y. (2009). Integrated Chinese Level 1 Part 1 Simplified Characters (3rd ed). Boston: Cheng & Tsui. Integrated Chinese textbook series were designed by Chinese language educators in the United States which is very suitable for American students because they are familiar with the topics and themes selected in this book series. It originally targeted at high school AP Chinese and college-level student population. However, some of its text can be adapted and scaffolded to teach beginners. For example, the Lesson 10 of the Level 1 Part 1 book is a quality resource to teach the transportation unit.
Ma, J., & Mao, Y. (2007). A Complete Handbook of Spoken Chinese. Beijing: Beijing Language and Culture University Press.
This book is recommended to high school students when they travel in China. It is very quick and easy to read, and students can master Chinese structures in everything soon. It is not deep about using language but just for contemporary use, especially for someone who is first time to China. Still, we can use this book to help students to learn authentic Chinese expressions in a fast way or to check how well they learn the textbook.
Wu, Z. (2005). Contemporary Chinese 1. Beijing: Sinolangua Press Intended for English-speaking learners, Contemporary Chinese is a textbook designed for those who are learning Chinese as a foreign language. The ultimate goal of this book is to help students develop comprehension and communication abilities in Chinese. Specifically, it provides training in listening, speaking, reading, and writing.
Textbook (Vols.1-4) consists of text, vocabulary, notes, grammar, and cultural background. The texts, given in both simplified and traditional characters, also include pinyin and English translation.
Lesson 8 is about directions and using transportations. Only new vocabulary is provided with pinyin. Pictures and maps are used to help students understand the direction and places. Exercise books provide with many practices. This book can be used for general instructional purpose.
Chen, F., & Zhu, Z. (2007). Learn Chinese with Me (Student’s Book 2). Beijing: People’s Education Press.
This textbook belongs to the Learn Chinese with Me series which were designed by China National Office for Teaching Chinese as a Foreign Language (also known as Hanban) for overseas (non-Chinese) high school students of Chinese language, aged between 15 and 18 years old, whose native language is English. In effect, this textbook series is widely used in Chinese classes in high schools. The Lesson 2 of Unit 1 in the second book of the series includes names of common buildings and places, phrases, sentence patterns and dialogues of directions. All these texts can be used as essential instructional materials.
Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing.
Although it is not a Chinese language learning material, Kagan Cooperative Learning is an excellent resource for teachers to promote cooperative learning. It is famous for its team building and class building structures such as Think-Pair-Share, RallyRobin, Three-Step Interview, and Numbered Heads Together. This resourceful text also provides instructions to teachers on how to create projects and presentations, plan lessons, assess and grade students’ performance through cooperative learning strategies. All the structures, skills, and strategies introduced in this book apply to any foreign language classroom including Chinese language teaching.
Li, X., Luo, Q., Liu, X., Wang, S., & Xuan, Y. (2009). Kuaile Hanyu (Happy Chinese). Beijing: People’s Education Press.
This textbook is for secondary students aging from 11 to 18. It contains students’ book, teachers’ book, exercise book as well as flash cards and CD. This textbook tries to cater students’ needs from that age and it aiming at promoting students’ interesting in learning Chinese in a natural environment and reinforcing students’ communication skills. This textbook is sponsored by Hanban and Confucius Headquarters.
In this book, there are lessons planned to tech directions, transportation and travelling. These lessons help students to say names of different places, ask for directions and how to use different transportation to get to different places. All these texts can be used as essential instructional materials.
Liu, X. (2009). New Practical Chinese Reader. Beijing: Beijing Language and Culture University Press.
This textbook is designed for Level 1 and Level 2 Chinese learners. Its main purpose is to help learners use and communicate in Chinese through Chinese structures, function and culture. Fourteen lessons are planned with stories happened among several foreign students who are learning Chinese and their friends and teachers. This book focuses on developing students’ listening and speaking skills. A lot of after-lesson practices are provided. This textbook is also supported by Hanban. In Lesson 5, asking direction is integrated into a conversation and explanation is provided. The special part is the pronunciation is specifically expatiated. Practices are provided to help students to use structures to ask for directions. This book can be a great help to improve students oral Chinese and listening.
Liu, Y., Yao, T., Bi, N., Ge, L., & Shi, Y. (2009). Integrated Chinese Level 1 Part 1 Simplified Characters (3rd ed). Boston: Cheng & Tsui.
Integrated Chinese textbook series were designed by Chinese language educators in the United States which is very suitable for American students because they are familiar with the topics and themes selected in this book series. It originally targeted at high school AP Chinese and college-level student population. However, some of its text can be adapted and scaffolded to teach beginners. For example, the Lesson 10 of the Level 1 Part 1 book is a quality resource to teach the transportation unit.
Ma, J., & Mao, Y. (2007). A Complete Handbook of Spoken Chinese. Beijing: Beijing Language and Culture University Press.
This book is recommended to high school students when they travel in China. It is very quick and easy to read, and students can master Chinese structures in everything soon. It is not deep about using language but just for contemporary use, especially for someone who is first time to China. Still, we can use this book to help students to learn authentic Chinese expressions in a fast way or to check how well they learn the textbook.
Wu, Z. (2005). Contemporary Chinese 1. Beijing: Sinolangua Press
Intended for English-speaking learners, Contemporary Chinese is a textbook designed for those who are learning Chinese as a foreign language. The ultimate goal of this book is to help students develop comprehension and communication abilities in Chinese. Specifically, it provides training in listening, speaking, reading, and writing.
Textbook (Vols.1-4) consists of text, vocabulary, notes, grammar, and cultural background. The texts, given in both simplified and traditional characters, also include pinyin and English translation.
Lesson 8 is about directions and using transportations. Only new vocabulary is provided with pinyin. Pictures and maps are used to help students understand the direction and places. Exercise books provide with many practices. This book can be used for general instructional purpose.